Interparental conflict as a quadratic predictor of children’s reactivity to interparental conflict and school adjustment: Steeling effects or risk saturation?     

Patrick T. Davies  Morgan J. Thompson  Rochelle F. Hentges  Lucia Q. Parry  Melissa L. Sturge-Apple 《Child development》2022,93(2):594-611

This study examined interparental conflict as a curvilinear predictor of children's reactivity to interparental conflict and, in turn, their school problems across three annual measurements. Participants included 243 preschool children (M_age = 4.60 years; 56% girls) and their parents from racially (e.g., 48% Black; 16% Latinx) diverse backgrounds. Interparental conflict was a significant quadratic predictor of children's emotional reactivity (β = .23) and behavioral dysregulation (β = .27) to conflict over a 1-year period. The robust association between interparental conflict and behavioral dysregulation weakened at high levels of interparental conflict. In contrast, interparental conflict more strongly predicted children's emotional reactivity as conflict exposure increased. Children's emotional reactivity, in turn, predicted their greater school problems 1 year later (β = .25).  相似文献   

Simplest Shapes First! But Let's Use Cognitive Science to Reconceive and Specify What “Simple” Means     

Julie Nurnberger-Haag  Clarissa A. Thompson 《Mind, Brain, and Education》2023,17(1):5-19

Children's informal and formal learning experiences with geometric shapes currently result in misconceptions that persist into adulthood. Here, we combine research from mathematics education as well as cognitive science pertaining to concepts, categories, and learning strategies to propose a more optimal progression that is better specified and justified than the current standards. To do so, we reframed what constitutes a “simple” shape from perceptual simplicity to simplicity of properties. Our Property-Based Shape Sequence uses property-based criteria of what makes shapes “simple” and progresses in a way that affords opportunities for learners to develop hierarchical conceptions of two-dimensional and three-dimensional shapes. Our goals are threefold: (1) recommend an optimal, mathematically-correct shape learning sequence, (2) correct misconceptions that adults and children harbor about shapes, and (3) encourage cross-disciplinary collaborations between mathematics education and psychology researchers to validate the proposed learning sequence.  相似文献   

Responsible Conduct of Research Assessment of Doctor of Education Candidates,Graduate Faculty,and Curriculum Considerations     

Carla J. Thompson 《Innovative Higher Education》2014,39(5):349-360

The study included an assessment of doctoral students, graduate faculty, and curriculum considerations to determine the degree of infusion of research integrity and responsible conduct of research (RCR) principles within a Doctor of Education program. Study results showed substantial increases in doctoral candidates’ knowledge levels of RCR, and faculty members serving as dissertation committee chairs reported greater understanding of RCR tenets than did non-dissertation chairs. The study also revealed a strong presence of research within the Ed. D. core curriculum.  相似文献   

New managerialism in education: commercialization,carelessness and gender     

James G. Ladwig  Gareth Rees  Robin Shields 《British Journal of Sociology of Education》2014,35(4):615-625

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Practice Makes Practice: Learning to Teach in Teacher Education     

Morva McDonald  Elham Kazemi  Megan Kelley-Petersen  Karen Mikolasy  Jessica Thompson  Sheila W. Valencia 《Peabody Journal of Education》2014,89(4):500-515

In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change the preparation of teachers, we argue that it requires teacher education programs to do more than increase the amount of time candidates spend in clinical field placements. It requires, we argue, that teacher educators engage in simultaneous innovation in three related, but distinct aspects of program design and implementation: organizational structures and policies, content and curriculum, and teacher education pedagogy. Without such dynamic engagement, the practice-turn will go the way of many past reforms in teacher education—it will be symbolic but not significant or meaningful.  相似文献   

A factorial analysis of timed and untimed measures of mathematics and reading abilities in school aged twins     

Sara A. Hart  Stephen A. Petrill  Lee A. Thompson 《Learning and individual differences》2010,20(2):63-69

The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on tester-administered measures available from 228 twin pairs (age M = 9.86 years). Measurement models suggested that four factors represent the data, namely Decoding, Fluency, Comprehension, and Math. Subsequent quantitative genetic analyses of these latent factors suggested that a single genetic factor accounted for the covariance among these four latent factors. However, there were also unique genetic effects on Fluency and Math, independent from the common genetic factor. Thus, although there is a significant genetic overlap among different reading and math skills, there may be independent genetic sources of variation related to measures of decoding fluency and mathematics.  相似文献   

Current Research on Child Maltreatment: Implications for Educators     

Ross A. Thompson  Jennifer M. Wyatt 《Educational Psychology Review》1999,11(3):173-201

The increasing rate of child abuse and neglect is a special concern for educators who are legally mandated reporters of suspected maltreatment, are often the first to identify and refer children who have been harmed, are in contact with parents and are aware of the family conditions contributing to child maltreatment, and who must often work closely with other professionals in their efforts to support child victims and prevent further abuse. Moreover, children's emotional or behavioral problems, learning disabilities, or other difficulties often reflect broader problems that are associated with abuse or neglect. Consequently, understanding the causes and consequences of child maltreatment, and contemporary child protection efforts, is essential to educators in their efforts to assist victimized children. This article surveys current research on child maltreatment with particular attention to the challenges of child protection, the multidimensionality of child maltreatment (distinguishing physical abuse, physical neglect, sexual abuse, and psychological maltreatment), and hopeful new avenues for prevention. The implications of this research for educational professionals are emphasized.  相似文献   

Action,Autobiography and Aesthetics in Young Children’s Self-Initiated Drawings     

Christine Marme&#x; Thompson 《The International Journal of Art & Design Education》1999,18(2):155-161

Lark-Horovitz, Lewis, and Luca [1973] described the emergence of ‘subject matter specialists,’ children who create series of self-initiated or voluntary drawings featuring consistent themes, characters, or settings that seem particularly compelling to them. A decade-long study of the images preschool and kindergarten children create when invited to draw in their own sketchbooks in the context of a weekly art class suggests that the choice of what to draw shapes the process of learning how to draw in decisive ways. The interests young children develop and pursue in drawing and in other forms of symbolic play are influenced by gender and by culture, by personality and circumstance. The choices children make inevitably open certain possibilities and foreclose others, shaping early artistic learning in decisive ways. Many early childhood educators [e.g., Katz, 1993] maintain that young children’s learning should be firmly grounded in first-hand experience. However, children whose drawings are autobiographical in content may be less consistent in choosing topics for drawing and prone to pass the time between significant images by drawing designs and symbols which seem less personally meaningful and engaging. Children who draw upon imaginative themes seem to have an inexhaustible source of inspiration ready at hand when they begin to draw. According to Egan [1988], the fictional or mythic nature of these representations may serve young children’s quest to make sense of their experiences in ways that explorations of the everyday do not.  相似文献   

International Education: Perceptions of Teachers in International Schools   总被引：1，自引：0，他引：1  

Hayden  M. C.  Thompson  J. J. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):549-568

As a contribution to research in the field of international education, this study investigated the views of a number of teachers based in 'international schools' around the world with respect to the importance of a range of different factors in contributing to the experience of international education for students. In considering responses with a view to identifying the key features of such an education from the teacher perspective, responses were categorised in terms of their relationship to a number of dimensions including exposure to other students within school, the influence of teachers, the formal curriculum, links with the local community and informal aspects of school. Results showed a clear perception of the importance of the influence of teachers and of exposure to other students within school, with informal activities being considered least important. Comparison with a previous study investigating the perceptions of undergraduates with respect to their own school-based international education suggests differences in perceived importance between the two groups. Results suggest the direction for future research in this area, including consideration of the perceptions of students still at school with respect to the same set of issues.  相似文献